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Increased frequency and planning: A more effective approach to guided reading in Grade 2

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  • Chase Young

Abstract

This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability.

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  • Chase Young, 2019. "Increased frequency and planning: A more effective approach to guided reading in Grade 2," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(1), pages 121-130, January.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:121-130
    DOI: 10.1080/00220671.2018.1451814
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